9.6d Describe situations where an assessment of capacity might need to be undertaken and the meaning and significance of “advance statements” regarding future care. Learn vocabulary, terms, and more with flashcards, games, and other study tools. These qualifications are designed for post-16 students and fall under the oversight of the Department of Business, Energy and Industrial Strategy (BEIS) and the Education and Skills Funding Agency (ESFA). 9.4b. Results are made available to CACHE centres throughout the year. It has been know previously as: NVQ Level 3 in Health and Social Care; Level 3 Diploma in Health and Social Care (QCF) It is designed to confirm the occupational competency of care workers that have a lead role in their organisation. Upon achievement of this qualification, the student will be able to progress to the Level 3 Extended Diploma in Health and Social Care. Information Profile list, 2013 Review of Adult Vocational Qualifications. These qualifications are not listed on the DfE 16 – 19 performance tables because they are not designed to meet the requirements of the Key Stage 5 performance tables. P5 - Homeostasis is ‘the process of maintaining a constant internal environment despite changing environments’ (Aldworth, Billingham, Moonie, & Talman, 2010). A mental health condition such as: Psychosis, Depression and Anxiety 2. The regulatory approach undertaken for vocational qualifications is different from A levels. An introduction to the health and social education. Results are confirmed and certificates issued upon completion. You should use this information to answer questions IN YOUR OWN WORDS. Working in Health and social care. The Award may be suitable if the student wishes to progress to Higher Education but is also taking other qualifications as part of a wider programme of study. 3.1 Support others to understand the need for secure handling of information. Vocational qualifications are either work-related qualifications designed to enable students to gain the skills required to perform a particular job, or qualifications that may be taken as part of a wider study programme or an apprenticeship. There are a number of key considerations for HEPs when reviewing vocational qualifications that are not listed on the DfE 16 – 19 performance tables for England: These qualifications have been developed in partnership with employers, universities and other subject experts to ensure that the content is current and relevant. Unit 5 level 3 btec health and social care anatomy and physiology task 4 p4, p5 Last document update: ago Unit 5 level 3 btec health and social care anatomy and physiology pass grade referenced p4, p5. Following its 2012 review of post-19 qualifications the ESFA removed 1,800 qualifications from public funding and a further 1,000 in 2014. 2.2 Demonstrate practices that ensure security when storing and accessing information. For example if you work in a nursing home, you may choose optional units related to supporting elderly people or dementia. the functions of national and local health and social care provision, the roles and responsibilities of the health and social care practitioner when empowering individuals, how outcomes of serious case reviews inform practice in the health and social care sector, how to obtain and record physiological measurements, how to reflect on and plan for personal and professional development within the health and social care sector. Adult Education Health and Social Care. 9.2a. your UCAS Tariff points, Qualification 3.2 Support others to understand and contribute to records. If they are presented for admission to HE it is likely to be in conjunction with other qualifications. These qualifications may have been taken as part of a wider study programme or an apprenticeship. Health and Social Care 180 GLH (240 TQT) Equivalent in size to 0.5 of an A Level. The Certificate provides progression to the Level 4 Diploma in Adult Care (England). For the qualifications which have an external assessment component, there is a maximum of one further opportunity after the first submission for students to submit the External Assessment in order to achieve a pass grade or to improve a grade. 1.2 Summarise the main points of legal requirements and codes of practice for handling information in care settings. Unit 376: Sex & Sexuality (Learning Disability), Use and develop systems that promote communication, Develop health and safety and risk management policies procedures and practices in health and social care or children and young people’s settings, Work in partnership in health and social care or children and young people’s settings, Lead and manage a team within a health and social care or children and young people's setting, Develop professional supervision practice in health and social care or children and young people's settings, Manage health and social care practice to ensure positive outcomes for individuals, Safeguarding and protection of vulnerable adults, Understand safeguarding of children and young people (for those working in the adult sector), Assess the individual in a health and social care setting, Undertake a research project within services for health and social care or children and young people, Implement Person-Centred Approaches in Care Settings, Health, Safety and Well-Being in Care Settings, Promote Health, Safety and Wellbeing in Care Settings, Lead and manage a team within a health and social care or children and young people’s setting, Develop professional supervision practice in health and social care or children and young people’s settings, Kindle Unlimited Books for Health & Social Care, Understand mental well-being and mental health promotion, The principles of Infection Prevention and Control, Support individuals who are substance users, Awareness of the Mental Capacity Act 2005, Understand how to provide support when working in end of life care, Understand how to support individuals during the last days of life, Understand the process and experience of dementia, Understand the administration of medication to individuals with dementia using a person centred approach, Understand the role of communication and interactions with individuals who have dementia, Understand the diversity of individuals with dementia and the importance of inclusion, Understand and meet the nutritional requirements of individuals with dementia, Enable rights and choices of individuals with dementia whilst minimising risks, Understand and enable interaction and communication with individuals who have dementia, Equality, diversity and inclusion in dementia care practice, Purpose and principles of Independent Advocacy, Maintaining the Independent Advocacy relationship, Responding to the advocacy needs of different groups of people, Introduction to personalisation in social care, Facilitate person centred assessment, planning, implementation and review, Support person-centred thinking and planning, Cleaning, Decontamination and Waste Management, Principles of supporting an individual to maintain personal hygiene, Support individuals to maintain personal hygiene, Understand the context of supporting individuals with learning disabilities, Understand positive risk taking for individuals with disabilities, Principles of supporting individuals with a learning disability regarding sexuality and sexual health, Understand how to support individuals with autistic spectrum conditions, Understand the impact of Acquired Brain Injury on individuals, Support individuals with autistic spectrum conditions, Work with other professionals and agencies to support individuals with physical disability, Support individuals with a learning disability to access healthcare, Promote effective communication with individuals with sensory loss, Support individuals with multiple conditions and/or disabilities, Support the assessment of individuals with sensory loss, Support the promotion of awareness of sensory loss, Recognise indications of substance misuse and refer individuals to specialists, Identify and act upon immediate risk of danger to substance misusers, Increase awareness about drugs, alcohol or other substances with individuals and groups, Carry out initial assessments to identify and prioritise the needs of substance misusers, Carry out comprehensive substance misuse assessment, Help individuals address their substance use through an action plan, Understanding and Enabling Assisting and Moving Individuals, Move and position individuals in accordance with their plan of care, Develop and sustain effective working relationships with staff in other agencies, Support the development of community partnerships, Provide support to manage pain and discomfort, Gain access to the homes of individuals, deal with emergencies and ensure security on departure, Provide support to maintain and develop skills for everyday life, Facilitate learning and development activities to meet individual needs and preferences, Support individuals to develop and run support groups, Prepare to support individuals within a shared lives arrangement, Support individuals to access and use services and facilities, Provide support for individuals within a shared lives arrangement, Support individuals in their relationships, Support individuals to manage their finances, Support individuals to access and manage direct payments, Support individuals with specific communication needs, Support individuals during a period of change, Support individuals to prepare for and settle in to new home environments, 4 Enable individuals to develop strategies to manage their behaviour, Support individuals to stay safe from harm or abuse, Support positive risk taking for individuals, Support individuals to access education, training or employment, Enable individuals to negotiate environments, Support families in maintaining relationships in their wider social structures, Administer medication to individuals, and monitor the effects, Support use of medication in social care settings, Contribute to raising awareness of health issues, Prepare environments and resources for use during healthcare activities, Prepare for and carry out extended feeding techniques, Undertake tissue viability risk assessments, Undertake urethral catheterisation processes, Promote nutrition and hydration in health and social care settings, Implement the positive behavioural support model, Contribute to effective team working in health and social care or children and young people’s settings, Understanding professional supervision practice. 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